Programme Specification

1: Overview / factual information

Programme / award title DipHE Long-Term Conditions

Teaching Institution Education for Health

Awarding Institution The Open University

Date of latest OU validation June 2009

Next Revalidation Prior to September 2015

Credit points for the award 240 CATS

UCAS Code Not applicable

Programme Start Date 1st September 2009

Underpinning QAA subject Benchmarks Healthcare Programmes - Nursing

Other external and internal reference points used to inform programme outcomes

Relevant professional codes of conduct

UK Quality Code for Higher Education

Quality Assurance Agency for Higher Education: The framework for higher education qualifications in England, Wales and Northern Ireland

Professional / statutory recognition Not applicable

Duration of the programme for each mode of study

Offered as part-time distance learning only. To be completed within 3 years of initial registration

Dual accreditation (if applicable) Not applicable

Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided.

More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in student module guide(s) and the student handbook.

The accuracy of the information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education.

2: Aims and objectives:

2.1 Educational aims and objectives

To educate students to diploma level across a broad spectrum of subjects relating to the management of people living with long-term conditions

To provide a diploma programme to support and promote evidence based professional practice and individual personal development

To provide students with the knowledge and skills to contribute effectively to the treatment and management of patients with long-term conditions by integrating clinical skills and personal development to facilitate the delivery of holistic, patient-centred care.

2.2 Relationship to other programmes and awards (Where the award is part of a hierarchy of awards/programmes, this section describes the articulation between them, opportunities for progression upon completion of the programme, and arrangements for bridging modules or induction)

Not applicable

3. Programme outcomes Intended learning outcomes are listed below.

3A. Knowledge and understanding

Learning outcomes:

A1: Demonstrate knowledge of the key guidelines and policies relevant to practice evidence-based

healthcare appropriate to the care and management of people long-term conditions

A2: Demonstrate knowledge and understanding of subjects relevant to the care and management

of people with long-term conditions through application to a range of clinical and practice settings.

A3: Provide effective and evidence-based care through the use of knowledge of current best

practice

A4: Integrate knowledge and skills to promote and improve the care of people with long-term

conditions

3B. Cognitive skills

Learning outcomes:

B1: Demonstrate their ability to think logically and analytically at a standard appropriate to diploma level learning

B2: Reflect upon and (where appropriate) address relevant clinical issues both within their own

clinical practice and their surrounding workplace

B3: Organise and prioritise tasks relating to the care and management of people with long-term

conditions

B4: Use appropriate research and evidence to underpin decision making

3C. Practical and professional skills

Learning outcomes:

C1: Demonstrate the ability to appropriately manage patients with long-term conditions

C2: Work in partnership with and support patients and their carers to provide patient-centered

care

C3: Demonstrate an understanding of their role and the role of others within the multi-disciplinary

team

3D. Key/transferable skills

Learning outcomes:

D1: Demonstrate knowledge and understanding of effective teamwork and their role in providing

this

D2: Demonstrate an understanding of the importance of good interpersonal skills and the ability to

communicate in a clear and concise manner in a range of situations

D3: Demonstrate the ability to take responsibility for their own personal and professional

development, evaluating their strengths and areas for development

D4: Demonstrate the ability to undertake independent learning with minimal direction

Learning and teaching strategy/ assessment methods

To enable students the flexibility to chose from a range of optional modules, learning outcomes are assessed in a number of different modules. This ensures that students have the opportunity to be assessed against each programme learning outcome regardless of the optional modules selected.

The learning & teaching strategy is guided by the principles set out in the learning and teaching handbook and includes a range of face-to-face facilitated study days, eLearning and paper based materials, on-line formative activities and forum based peer support and learning. This is suported by a comprehensive student support service which includes online, face-to-face, email and telephone support. A range of formative assessment activites are included throughout the learning materials to enable students to assess their progress, areas of strength and further development needs.

Assessment of learning outcomes is guided by the organisationsal assessment strategy and affords students the opportunity to undertake a range of different summative tasks including case studies, problem solviing assignments, portfolios and practical assessments throughout their programme of study.

4. Programme Structure

1. To complete this award you would need to study the following compulsory modules:

Module Academic Level Credit points

Holistic Care for People Living with Long-Term Conditions NQF Level 5 15

Bringing Evidence to Practice NQF Level 5 15

2. 30 credits from any of the Group 1 optional modules shown below :

Group 1 Optional Modules (NQF level 5)

Credit Points

Group 1 Optional Modules (NQF Level 6)

Credit Points

Heart failure 30 Heart failure 30

Diabetes 30 Diabetes 30

Cardiovascular Disease Risk 30 Non-Malignant Palliative Care 30

Coronary Heart Disease 30 Assessing and Managing Patients with Joint Pain

30

Hypertension 15 Leadership 30

Atrial Fibrillation 15

Smoking Cessation 15

Stroke in Primary care 30

3. 30 credits from any of the Group 2 optional modules shown below:

Group 2 Optional Modules (NQF level 5)

Credit Points

Group 2 Optional Modules (NQF Level 6)

Credit Points

Asthma 30 Asthma 30

COPD 30 COPD 30

Allergy 30 Allergy 30

Smoking Cessation 15 Assessing and Managing Patients with Joint Pain

30

Tuberculosis 15 Leadership 30

Performing Quality Assured Spirometry

15 Performing and Interpreting Quality Assured Spirometry

30

Non-Malignant Palliative Care 30

4. A further 30 credits from any of the optional modules shown above Please note that when selecting your modules, you will be unable to study the same module at both

level 5 and level 6 (e.g. asthma at NQF level 5 and asthma at NQF Level 6). Modules which appear in

more than one group can only be studied once as part of your programme.

5. Distinctive features of the programme structure

6. Support for students and their learning

We offer a range of student support services which are outlined briefly below: Programme specific support: The programme has a dedicated Programme Leader and Programme Administrator who offer telephone, e-mail or face-to-face support to students regarding a wide range of issues including administration processes for registration, admission and progression, queries regarding requirements for programme completion, support regarding decisions about pathway changes and APL queries. Contact information is included in the Programme Guide issued to all students on registration. This information can also be found on our web-site. Module specific support: We offer academic, pastoral and clinical support to students as they undertake each module. The support is offered via telephone, e-mail, face-to-face meetings, during study days or via the student forum. Support is offered in a range of areas including academic queries (e.g. referencing, academic writing or assessment queries and support in the appeals process), pastoral (for example mitigating circumstances impacting on studies) or clinical queries (clarification or discussion regarding clinical issues raised as part of the module)

Where applicable, this section provides details on distinctive featurs such as:

where in the structure above a professional/placement year fits in and how it may affect progression

any restrictions regarding the availability of elective modules

where in the programme structure students must make a choice of pathway/route

Modules are offered on a rolling basis, affording students the flexibility to study modules at their convenience. Students are asked to identify their chosen pathway at the time of enrolment, but are free to swap between pathways at any point during their programme registration. This allows students to adapt their studies to suit any changes in their professional career during their period of study. Students changing to an alternative pathway must ensure that they meet the requirements for that pathway in terms of completion of appropriate compulsory and optional module combinations. In some circumstances this may result in students studying additional modules to meet these requirements. Any such requirements will be discussed with the student prior to them making a decision to alter their pathway of study.

7. Criteria for admission

All applicants for the DipHE in Long-Term Conditions must be a registered Healthcare Professional or a member of the non-registered workforce (e.g. HCA) working in a relevant field to enable them to apply their learning to their workplace Applicants must be able to provide proof of their health professional qualification and currency of registration to the relevant professional body (e.g. NMC or HCPC). Applicants without a Healthcare Professional registration must provide evidence of relevant learning equivalent to 120 credits at level 4. All applicants should have sufficient competency in the English Language to successfully study at Level 6. It is recommended that students have proficiency in the English language equivalent to IELTS 6.0 or TOEFL 550. Our Policy for the admission of students is available on our website and gives additional guidance for potential students.

8. Language of study

All learning materials, teaching and assessment are conducted in the English language

9. Information about assessment regulations

The assessment strategy for each module is outlined in the relevant module specification and guide for students. Our full Academic Regulations can be found on our website. All modules require an overall pass mark of 40%, with a minimum of 40% being obtained in each summatively assessed element. Any assessed element which is resubmitted will be capped and awarded a maximum mark of 40%. The award classifications are as follows:

Overall mark Award classification

70 % or above Pass with Distinction

60 – 69% Pass with Merit

40 – 59% Pass

39% or below Fail

For students completing the DipHE in Long-Term Conditions, the award classification is calculated by averaging the weighted mark from 120 credits at either level 5 or 6. Marks are weighted in relation to the number of credits awarded to the module with a 15 credit module carrying a single weighting and 30 credits carrying a double weighting. The mark from the compulsory modules (totalling 30 credits) are automatically included, the best marks from the remaining modules totalling 90 credits are then included in the calculation.

10. Methods for evaluating and improving the quality and standards of teaching and learning.

Feedback is a fundamental aspect of the review and development process. Feedback is obtained in a number of ways including:

1. Evaluation forms at key points in the module and programme lifecycle 2. Feedback directly to trainers or staff at Education for Health (received via direct e-mail, face-

to-face conversation or telephone) 3. Electronic evaluation questionnaire relating to eLearning experience 4. Student representation at key quality assurance committees

Annexe 1 - Curriculum map

This table indicates which study units assume responsibility for delivering (shaded) and assessing () particular programme learning outcomes.

Level 5

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A1 Demonstrate knowledge of the key guidelines and policies relevant to practice evidence-based healthcare appropriate to the care and management of people long-term conditions

A2 Demonstrate knowledge and understanding of subjects relevant to the care and management of people with long-term conditions through application to a range of clinical and practice settings.

A3 Provide effective and evidence-based care through the use of knowledge of current best practice

A4 Integrate knowledge and skills to promote and improve the care of people with long-term conditions

B1 Demonstrate their ability to think logically and analytically at a standard appropriate to diploma level learning

B2 Reflect upon and (where appropriate) address relevant clinical issues both within their own clinical practice and their surrounding workplace

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B3 Organise and prioritise tasks relating to the care and management of people with long-term conditions

B4 Use appropriate research and evidence to underpin decision making

C1 Demonstrate the ability to appropriately manage patients with long-term conditions

C2 Work in partnership with and support patients and their carers to provide patient-centered care

C3 Demonstrate an understanding of their role and the role of others within the multi-disciplinary team

D1 Demonstrate knowledge and understanding of effective teamwork and their role in providing this

D2 Demonstrate an understanding of the importance of good interpersonal skills and the ability to communicate

in a clear and concise manner in a range of situations

D3 Demonstrate the ability to take responsibility for their own personal and professional development, evaluating their strengths and areas for development

D4 Demonstrate the ability to undertake independent learning with minimal direction

Level 6

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A1 Demonstrate knowledge of the key guidelines and policies relevant to practice evidence-based healthcare appropriate to the care and management of people long-term conditions

A2 Demonstrate knowledge and understanding of subjects relevant to the care and management of people with long-term conditions through application to a range of clinical and practice settings.

A3 Provide effective and evidence-based care through the use of knowledge of current best practice

A4 Integrate knowledge and skills to promote and improve the care of people with long-term conditions

B1 Demonstrate their ability to think logically and analytically at a standard appropriate to diploma level learning

B2 Reflect upon and (where appropriate) address relevant clinical issues both within their own clinical practice and their surrounding workplace

B3 Organise and prioritise tasks relating to the care and management of people with long-term conditions

B4 Use appropriate research and evidence to underpin decision making

C1 Demonstrate the ability to appropriately manage patients with long-term conditions

C2 Work in partnership with and support patients and their carers to provide patient-centered care

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C3 Demonstrate an understanding of their role and the role of others within the multi-disciplinary team

D1 Demonstrate knowledge and understanding of effective teamwork and their role in providing this

D2 Demonstrate an understanding of the importance of good interpersonal skills

and the ability to communicate in a clear and concise manner in a range of

situations

D3 Demonstrate the ability to take responsibility for their own personal and professional development, evaluating their strengths and areas for development

D4 Demonstrate the ability to undertake independent learning with minimal direction